The Professional Counselor | Volume 11, Issue 3 345 version of the SETI contained 47 items. Examples of new and modified items in each of the domains included: “Incorporate models of adult learning” (Course Preparation), “Attend to issues of social and cultural diversity” (Instructor Behavior), “Utilize technological resources to enhance learning” (Materials), “Construct multiple choice exams” (Evaluation and Examination), and “Provide supportive feedback for counseling skills” (Clinical Skills Training). The original SETI produced a Cronbach’s alpha of .94, suggesting strong internal consistency. Other researchers using the SETI reported similar findings regarding the internal consistency including Richardson and Miller (2011), who reported alphas of .96, and Prieto et al. (2007), who reported alphas of .94. The internal consistency for the modified SETI in this study produced a Cronbach’s alpha of .97, also suggesting strong internal consistency of items. Design This study used a cross-sectional survey design to investigate group differences in CEDS’ self-efficacy toward teaching by how many FiT experiences students had acquired (Creswell & Guetterman, 2019). Cross-sectional research allows researchers to better understand current beliefs, attitudes, or practices at a single point in time for a target population. This approach allowed us to gather information related to current FiT trends and teaching self-efficacy beliefs across CE doctoral programs. Data Preparation and Analytic Strategy After receiving the participant responses, we coded and entered them into SPSS (Version 27) for conducting all descriptive and inferential statistical analyses. Based upon previous research by Tollerud (1990) and Olguin (2004), we then grouped participants according to the number of experiences reported: no fieldwork experience, one to two experiences, three to four experiences, and five or more experiences. We then ran a one-way ANOVA to determine if CEDS’ self-efficacy significantly (p < .05) differed according to the number of teaching experiences accrued, followed by post hoc analyses to determine which groups differed significantly. Results We sought to determine whether CEDS with no experience in teaching, one to two experiences, three to four experiences, or five or more experiences differed in terms of their self-efficacy toward teaching scores. Overall, individuals in this study who reported no FiT experience indicated higher mean SETI scores (n = 10, M = 161.00, SD = 16.19) than those with one to two fieldwork experiences (n = 37, M = 145.59, SD = 21.41) and three to four fieldwork experiences (n = 32, M = 148.41, SD = 20.90). Once participants accumulated five or more fieldwork experiences (n = 70, M = 161.06, SD = 19.17), the mean SETI score rose above that of those with no, one to two, and three to four FiT experiences. The results also indicated an overall mean of 5.51 FiT experiences (SD = 4.63, range = 0–21). As shown in Table 1, a one-way ANOVA revealed a statistically significant difference between the scores of the four FiT groups, F (3, 145) = 6.321, p < .001, and a medium large effect size (η2 = .12; Cohen, 1992). Levene’s test revealed no violation of homogeneity of variance (p = .763). A post hoc Tukey Honest Significant Difference test allowed for a more detailed understanding of which groups significantly differed. Findings revealed a statistically significant difference between the mean SETI scores for those with one to two fieldwork experiences and five or more experiences (mean difference = −15.46, p = .001) and for those with three to four and five or more experiences (mean difference = −12.65, p = .018). There was no significant difference between those with no FiT experience and those with five or more experiences, and in fact, these groups had nearly identical mean scores (i.e., 161.00 and 161.06, respectively). Although the drop is not significant, there is a mean difference of 15.40 from no FiT
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